Designing a Compassionate Leadership Model in the Education Organization

The present study aimed to identify the dimensions, components, and indicators of compassionate leadership in the education organization in Zanjan, Iran. Leadership is considered a key factor in improving organizational performance, to the extent that the success or failure of organizations largely depends on the effectiveness of leadership at all levels.
Methods: This study is applied in purpose, qualitative in data type (based on the grounded theory method), and descriptive in nature. The statistical population included experts and specialists in compassionate leadership, university professors with relevant research and operational experience, senior education managers, and authors of scientific works (books, articles, etc.) in the field of compassionate leadership. Using purposive and snowball sampling, 12 individuals were selected for interviews. The data collection tool was semi-structured interviews. After conducting the interviews and applying the mentioned techniques, the data were summarized, categorized, and coded using grounded theory to extract the final model. For qualitative data analysis, the stages of open coding (generating initial concepts), axial coding (identifying major categories and their relationships), and selective coding were used. To assess the internal validity of the findings, data were matched with theoretical foundations and literature, key individuals were interviewed, and expert opinions were obtained. Content validity and reliability were confirmed through inter-coder agreement, all of which indicated the validity and reliability of the findings
Results: The research findings revealed that the compassionate leadership model in the education organization of Zanjan consists of 4 indicators, 16 components, and 41 dimensions. The identified dimensions and components are as follows: Individual factors (leader’s characteristics, leader’s psychological structure, metacognitive skills, and self-compassion), Interpersonal factors (active listening, communication transparency, communication dynamics, and power patterns), Organizational factors (organizational culture, supportive structures, organizational architecture, and motivational systems), Environmental-cultural factors (social developments, global challenges, social norms, and crisis conditions)
Conclusion: The findings indicate that the compassionate leadership model in Zanjan’s education system comprises four main indicators (individual, interpersonal, organizational, and environmental-cultural) with 16 components and 41 dimensions. These dimensions demonstrate that compassionate leadership depends not only on the leader’s intrinsic traits but also on human interactions, organizational structures, and environmental influences.